In previous lessons students made sense of decimals to the thousandth and added and subtracted decimals to the hundredth. The goal of this lesson is for students to multiply decimals to the hundredth in a way that makes sense to them. They apply their work with decimal place value and multiplication of whole numbers. Students may draw pictures (hundredths grids or tape diagrams) or reason using place value or properties of operations (distributive and associative). As with addition and subtraction of decimals, students see that for multiplication, they can use what they know about whole number multiplication as long as they pay close attention to place value.
Action and Expression
None
Describe (orally and using other representations) strategies for multiplying a 1-digit whole number and a decimal number with 1 non-zero digit.
Let’s multiply whole numbers by tenths and hundredths.
If you were to teach this lesson again what would you do the same? What would you change?
Standards Alignment
Building On
Addressing
5.NBT.B.7
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
Write simple expressions that record calculations with numbers, and interpret numerical expressions without evaluating them. For example, express the calculation “add and , then multiply by ” as . Recognize that is three times as large as , without having to calculate the indicated sum or product.
Add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.